PDF In#Common:#Effective#Writing#for#All#Students

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In

Common: Effective Writing for All Students

Co llection of All Argument/Opinion Samples, K--12

by The Vermont Writing Collaborative, with Student Achievement Partners, and CCSSO

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Contents

Document Overview ................................................................................................... 3 Brief User Guide for On--Demand Argument/Opinion Writing . ..................................... 4 K--5 On--Demand Argument/Opinion Samples .............................................................. 6 6--12 On--Demand Argument/Opinion Samples ...........................................................7 5 Brief User Guide for Range of Writing Argument/Opinion Writing ...........................1 17 K--5 Range of Writing Argument/Opinion Samples . ...................................................1 19 6--12 Range of Writing Argument/Opinion Samples . .................................................1 86

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Document Overview

Common Core State Writing Standard 1: Argument/Opinion Writing

The first Common Core State Writing Standard calls for students to "write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence." The following collection of student work offers a series of samples illustrating what effective argument/opinion writing might look like at each grade level.

The first section of the document is comprised of "On Demand" writing. This section contains pieces written in response to a uniform text--based prompt. The second section is made up of "Range of Writing" samples. These pieces provide examples of student writing for "a range of discipline-- specific tasks, purposes, and audiences" over both extended and shorter time frames.

Each piece in the collection is annotated using the language of the Common Core State Standards for a particular grade level and writing type.

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Brief User Guide for On--Demand

Argument/Opinion Writing

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Brief User Guide for On--Demand Argument/Opinion Writing

The pieces in this On--Demand section represent one of the three types of writing named in the

Common Core State Standards for Writing: opinion/argument writing. Students at all grade levels were given

one to three texts and a writing prompt that asked them to form an opinion or a claim about a focusing

question. Students at kindergarten through grade five were given the focusing question, "Which kind of pet is

best, a cat or a dog?" At grades six through twelve, students were given the focusing question, "Should your

school participate in the national `Shut Down Your Screen Week'?"

Because students needed time to build content knowledge from the texts in order to be able to write,

the process took anywhere from two to three days for most students.

Teachers read the text aloud to

students at all grade levels, to ensure that all students could access the text when they needed to re--read the

text(s) to gather evidence to develop their writing. All writing was done on their own, without input from peers

or teachers.

The prompts and the individual pieces based on them are arranged in grade order. Each piece has a file

number for easy identification. Every piece of writing includes two versions that have been transcribed exactly

as written by the student ? one annotated with the language of the Common Core Standards, and one un--

annotated for a variety of uses. In addition, pieces in the K--5 collection have a third version as well; this version

has been revised and edited for major errors in conventions and can be used as a model for students.

Kindergarten pieces also include PDF's of original student work, including student writing and drawing.

This is

because kindergarten students may use a combination of drawing, dictating, and writing to satisfy the

Standards.

Suggestions on how to use these pieces are available at the end of the introductory document, "Using

the In Common Resource."

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K--5 On--Demand

Argument/Opinion Samples

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Grade K, Prompt for Opinion Writing

Common Core Standard R.1

(Passage should be read aloud by the teacher)

Bob and his friend Ann don't agree on which pet is best. Listen to find out what they each think.

The Best Pet My friend Ann says her pet is better than mine! I have a brown cat named Fluffy. Ann has a black and white dog named Spot. We each think our pet is the best. I told Ann that cats are better pets because they are clean, quiet and very cute. Cats wash themselves with their tongues. You don't have to walk them. They use a litter box. Also, cats are sweet and quiet. I think dogs are too noisy! They bark a lot. They don't clean themselves or use a litter box. Dogs need someone to give them baths, train them and walk them. Dogs are more work. Ann says that cats are no fun! She says that dogs are better to play with. Spot always wags his tail when he sees her. He can even do tricks. He barks when she says, "Speak". He knows how to roll over! Ann says dogs are also better because they protect their owners. Spot always barks when there is someone at the door. It makes Ann feel safe. So, Ann thinks dogs are best. I guess Ann's dog is pretty cool, but so is Fluffy. Maybe different kinds of pets are good for different people.

Teacher Directions to Students (after reading): ? What do you think? Which pet is best--a cat or a dog?

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? Turn and talk to a partner about which pet you chose. Be sure to tell your partner WHY you picked that pet.

Allow about 3 minutes for students to discuss their choices. ? Now, use this paper to draw a picture of the pet you chose. I will help you write

words under your picture to tell more about your choice.

Kindergarten Opinion Prompt Teacher Directions

? Read the story, present the question, and allow a few minutes for discussion with a partner. Give out lined or unlined paper. Then, use your typical classroom writing process to support students in completing the writing prompt. The piece should represent first draft writing (done in a single sitting).

? The response should include a picture and whatever sentences, words, or letters the child can add. An adult may assist with sounding out or spelling words and/or transcribe the child's words if desired.

? Please distinguish the child's independent production from words or letters produced with adult help by underlining any part of the writing done with teacher support. The writing sample will be most useful to other teachers if it is easy to tell where help was given.

? We understand that, especially in the fall, most Kindergartners have had limited experience with writing.

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